KSOEHD
NCATE UNIT
Program Evaluation upon Exit
2008-2009 and 2009-2010
Includes:
(1) Evaluation Tool
(2) Candidate Demographics
(3) Data Analysis
(4) Graduate Comment and Program Responses
Candidates indicate responses to 15 questions related to program effectiveness and preparedness to
function in a full-time professional role using a 5-1 Likert scale. Completed by candidates upon
completion of program
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1. EVALUATION TOOL
KREMEN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT
NCATE UNIT - Program Evaluation upon Exit
This survey is being administered by the Kremen School of Education and Human Development at California
State University, Fresno, for the purpose of evaluating the effectiveness of all of our nationally accredited
programs. Your cooperation in completing the survey will help to improve the educational programs for future
students. Thank you.
_____________
(Demographics section not included here. See Knowledge Base Pre-Assessment Questionnaire)
Not Applicable
As a result of your preparation, please mark items 1 to
15 indicating how well prepared you are after
completing our most recent degree and/or credential
program at Fresno State:
Very inadequate preparation
Less than adequate preparation
Adequate preparation
More than adequate preparation
Excellent preparation
1.
I am prepared to use techniques to build rapport with students/clients.

2.
I was taught how to organize my professional tasks.

3.
I am prepared to respond with fairness to disabled, ethnically and linguistically diverse students/clients.     
4.
My preparation has upheld the concept that all individuals can learn.

5.
I have proper theoretical grounding in my field.

6.
I am familiar with the research in my field.

7.
I have related my learning to actual situations in schools/professional settings.

8.
I can assess/evaluate the progress of students/clients.

9.
I know how to conduct myself in accordance with professional ethics and standards.

10. I have skills to successfully collaborate with others in the workplace.

11. I reflect upon and assess my own performance.

12. I feel that I received a helpful and appropriate amount of supervision/advisement.

13. I can think critically about theory and research in my field and put it into practice.

14. My preparation has modeled the value of life long learning.

15. Indicate the degree to which you feel prepared to assume a full-time position.

In the space provided below, please indicate the major strengths of the program:
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A.
B.
C.
Suggestions for potential program changes:
A.
B.
C.
D.
Date Survey Completed (month/day/year)
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2. DEMOGRAPHICS ON GRADUATES FOR 2008-2009 and 2009-2010
Statistics are base on responses from 44 out of 50 responders who completed demographic information.
Male/Female
Age
Ethnicity
University
Work while in
program
Female 43 98% 20-29 0
0%
White
26 59% CSUF 5
11% Full39 89%
time
11%
Male
1
2% 30-39 12 27% African
0
0% Other 10 23% Part5
Amer.
CSU
time
0%
40-49 11 25% Hispanic
5 11% Other 29 66% Un0
Employ
50 +
21
48%
Asian/
Pacific
Islander
Other
9
20%
4
9%
Note that 48% of the candidates fell into the 50+ age range, and that 89% of candidate worked full time while taking
coursework in the program. This needs to be taken into consideration with regard to stress factors and complains
regarding workload in the program.
3. DATA ANALYSIS
KSOEHD NCATE Unit – Program Evaluation Upon Exit Survey (by graduate)
Surveys relates to following academic years, 2008-2009 and 2009-2010
(11graduates completing the program for year 2009-2010 did not respond to this survey.)
Rating key: 5 = Excellent preparation; 4 = More than adequate preparation; 3 = Adequate preparation; 2 =
Less than adequate preparation; 1 = Very inadequate preparation; 0 = No response to question
No
1
2
3
4
5
Exit Survey Questions
I am prepared to use techniques to build
rapport with students/ clients.
I was taught how to organize my
professional tasks.
I am prepared to respond with fairness to
disabled, ethnically and linguistically
diverse students/clients.
My preparation has upheld the concept that
all individuals can learn.
I have proper theoretical grounding in my
field.
5
17
29 Respondents
2008-2009
4
3
2
1
12 0
0
0
59
%
14
41
%
13
2
48
%
18
45
%
9
7
%
2
62
%
21
31
%
7
7
%
1
72
%
18
25
%
11
3
%
0
62
%
38
%
0
0
0
0
0
0
0
0
0
0
5
13
21 Respondents
2009-2010
4
3
2
1
8
0
62
%
13
32
%
6
2
0
62
%
13
29
%
6
9
%
2
0
62
%
15
29
%
3
9
%
3
0
72
%
13
14
%
4
14
%
4
62
%
19
%
19
%
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0
6
7
8
9
10
11
12
13
14
15
I am familiar with the research in my field.
I can assess/evaluate the progress of
students/clients.
I can assess/evaluate the progress of
students/clients.
I know how to conduct myself in
accordance with professional ethics and
standards.
I have skills to successfully collaborate with
others in the workplace.
I reflect upon and assess my own
performance.
I feel that I received a helpful and
appropriate amount of
supervision/advisement.
I can think critically about theory and
research in my field and put it into practice.
My preparation has modeled the value of
lifelong learning.
Indicate the degree to which you feel
prepared to assume a full-time position.
13
14
2
7
%
0
45
%
21
48
%
8
0
0
72
%
18
28
%
10
1
62
%
22
35
%
7
3
%
0
76
%
23
24
%
6
79
%
20
21
%
9
69
%
19
31
%
9
1
66
%
15
31
%
14
3
%
0
52
%
24
48
%
5
83
%
26
17
%
2
90
%
7
%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
12
6
2
1
29
%
3
9
%
2
5
%
0
57
%
16
0
76
%
16
14
%
3
10
%
2
14
%
5
10
%
0
76
%
16
0
76
%
17
24
%
3
1
0
81
%
16
14
%
4
5
%
1
0
76
%
15
19
%
5
5
%
1
0
71
%
15
24
%
3
5
%
3
0
72
%
15
14
%
3
14
%
3
14
%
4
14
%
1
72
%
15
3
%
71
%
19
%
2
10
%
Summary of findings:
In 2008-2009, when combining categories 5 “Excellent Preparation,” and 4,” More than Adequate
Preparation,” 93% to 100% of candidate responses to the 15 questions fell into these two categories.
Between 3% and 7% of graduate responses fell into category 3 “adequate.”
In 2009-2010, when combining categories 5 “Excellent Preparation,” and 4 “More than Adequate
Preparation, 86%-95% of candidate responses to the 15 questions fell into these two categories. Between
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5% and 14% of graduate responses fell into category 3 “adequate.”
***
The lowest rating was reported in #6, “I am familiar with the research in my field,” where 5% of graduates
rated #6 as category 2 “Less than adequate Preparation.”
Currently, in core school nurse courses, candidates asked to respond to weekly questions specific to school
nursing in which they must resort to reading articles in the Journal of School Nursing, many of which are
related to current research in school nursing; One week in NURS 187, School Nurse Seminar, is devoted to
research in school nursing; candidate decision making in clinical experience must also be based on
research findings; candidates are encouraged to look for involvement in research opportunities in their
clinical practice; as an assignment, candidates have an option of writing a research paper specific to school
nursing practice.
Solution:
To strengthen insight into research school nursing, candidates will be asked to write a paper discussing
current research in school nursing practice and how it benefits the candidate in his/her own school nursing
practice.
4. RESPONSE T0 COMMENTS
CANDIDATE EXIT COMMENTS REGARDING PROGRAM
Major Strengths of Program
“Online great! Faculty available.”
“How comprehensive it was. To be able to exchange professional experiences with other nurses in the
program was invaluable. Everything we learned was taught from the perspective of how we could apply it
to our practice which made the learning more realistic and applicable.”
“Faculty are excellent instructors. They recognize that many of us are working full-time, have children,
and sometimes encounter unforeseen life challenges. (My husband had stage 4 throat cancer). I had never
been a distance learner and they were able to walk me through the beginning learning curve necessary to
participate on Blackboard.”
“Beverly Miller has put together a terrific program which is very inclusive of many aspects we face as
school nurses. I have learned where to gain information and where to research and find needed
information. I have learned a lot.”
“One of the major strengths of the program is the discussion and sharing of ideas on Blackboard with
other school nurses in other districts throughout the state. Another strength, the hands on experience at
different settings within your district, and that you get equal experience in both elementary and secondary
settings.”
“The program is designed to meet the specific needs of school nurses. It also allows a person to work and
take the classes at the same time.”
“Having a preceptor in my area was very helpful in helping me gain access to secondary school programs
in my district. Her help and the availability of my professor as needed was quite valuable.”
“Communication with other professionals who are taking an online program. I was much more involved
in responding and reading the comments of others than I would be in a classroom.”
“The School Nurse Credential Program offered many opportunities to collaborate with peers, access
research articles related to current school nursing issues and engage both required and choice learning. I
feel prepared to tackle the job ahead with renewed knowledge and empowerment.”
“The major strengths of the program include covering all aspects of school nursing both in the elementary
level and secondary lever. This program prepares the school nurse and provides the guidance needed to
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experience many different situations that can occur in the school setting. It teaches the school nurse
theoretically as well as clinically. I really learned a lot from this program.”
“Flexibility, self-motivating, instructor availability. Every assignment had the goal of imparting very
specific information in furthering my expertise in that area. The assignments were graded in a timely
manner. The instructors were available for questions and concerns. The instructors were fair and
understanding.”
“Effective rapport of our clinical instructors. The goals and objectives were met effectively. Instruction,
communication and collaboration with staff and students in the program. I was able to complete my
credential while working full-time.”
“Ms. Miller was always available and worked hard to make the assignments meaningful. If there was a
problem, she was willing to alter the assignment to meet the needs presented.”
Discussion with other classmates provided greater insight into the diversity and complexity of school
nursing.
“Madden Library resources – greater accessibility electronically.”
Suggestions for Potential Program Changes
“It would be helpful to have less written work and
depend more heavily on Blackboard participation.”
“With all the work that we put into this program,
we should be able to have credits towards a
Master’s degree.”
“Too much writing. I spent every night at my
computer and all weekends just to get the
assignments completed to my satisfaction.”
“Consider reducing the number of weekly
responses. Since the number of students was quite
high for this type of program, there was a lot of
interaction that needed to occur each week. Add to
that the number of papers that needed to be written,
at times it was very overwhelming.”
“I felt very pressured to get the amount of work
completed while working full-time. While I don’t
believe the curriculum should be “watered down” I
personally don’t thing I’d recommend taking two
courses as I did at once. The reason I did was cost
effectiveness (6 units is the same price as 3).”
10% - Five (5) out of 50 candidates that exited
the program in spring 2009 and spring 2010
commented on the amount of written work that
candidates are required to do in the program.
Program faculty realizes that candidates in the
program are adult learners with complicated busy
lives, the majority of whom are working full-time.
Faculty carefully monitors candidates who
appear to be having difficulty and works
with them to succeed.
Faculty continues to strive to streamline
assignments and reduce written workload
where ever possible without jeopardizing
the learning experience.
When counseling candidates before begin
coursework, candidates are encouraged to
consider their personal constraints and plan
accordingly with regard to the number of
classes they can comfortably take.
Examples of reducing workload:
Candidates are allowed to choose between
written assignments, then share papers on
Blackboard with classmates to enhance
others learning.
Discussion participation on Bb has been
reduced to a minimum, requiring that
candidates only have to respond to one
other classmate, plus respond to the case
scenario following Bb presentations.
A weekly research question is omitted the
week that a candidate and partner do their
Bb presentation. Consideration is being
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“I had made suggestions last semester for possible
changes in the amount of Blackboard participation
and there was a change in this area which I was
happy about. I have no suggestions this semester.”
“Using the argument that your district is getting a
credentialed nurse out of the deal no longer has
meaning when credentialed nurses are being let go
by many districts in my area. Perhaps an amount of
the hours could be obtained at your own school site
doing new things under the guidance of your
preceptor.”
“It would be helpful to future students if their
clinical time could be spent in their workplace. I
am a special education nurse and had to take time
off from my own work assignment to complete 160
hours of practice in another school district. This
place hardship on my fellow nurses who had to
cover my sites.”
given to allowing candidates to omit the
previous weekly research question as well.
Journaling in practicum courses has been
streamlined to do away with long
narratives.
A written assignment specific to SARB has
been changed form a required paper to
response to a journal question.
Candidates are expected to create their own
clinical goals and objective in keeping with
their experience and learning needs.
This is an example that demonstrates that
program faculty reads through and responds to
candidate concerns/suggestions and makes realistic
changes to reduce candidate workload in the
program.
Faculty realizes this can be a problem area and
tries to ease the problem. In each practicum
syllabus there is a memorandum to employers of
working candidates, which candidates are
encouraged to share with their employer. This
explains the need for the student to be away from
their worksite for their practicum experience.
Faculty is also available to speak with employers to
clarify the need. The candidate is also urged to
meet with their preceptor to plan a schedule the
will work for all parties.
There is a need for close monitoring of clinical
activities in this online program. Candidates are not
allowed to use their employee work time for
practicum hours as a student. Working away from
their worksite gives the student the opportunity to
concentrate on learning without job interference. It
also allows the student to observe their preceptor
involved in office management, case management,
etc.
In the case of the candidate whose
employment takes place in special education, this
candidate needs to have a rounded school nursing
experience in other areas away from special Ed.
Explanation of hours:
Guidelines for hours related to clinical courses
are the same as those for other nursing courses in
the university. There are a total of 135 hours for
each three (3) unit practicum course. Of those 135
hours, 15 hours are devoted to class discussion
relevant to clinical practice (leaving 120 hours).
Candidates who are employed as school nurses are
automatically given 40 hours credit for experience
(leaving 80 hours). Ten (10) hours are allotted to
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community activities relevant to school nursing and
ten (10) hours are allotted to attendance at school
nurse workshops and conferences (leaving 60
hours). Candidates who have worked in school
nursing for two (2) years are allowed to use up to
20 hours of that time on a special project relevant
to school nursing. The remainder of time, 40 hours,
must be spent away from the candidate’s worksite
working and learning under a qualified school
nurse preceptor. Faculty believes this is the very
minimum amount of acceptable time that needs
to be spent working with a qualified preceptor
away from the candidate’ worksite.
Note: Other candidates have expressed the need for
more clinical practice time with their preceptor.
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